1.This chapter discusses 2 main topics: the structure of semantic memory and schemas and scripts. In part one it explains the 4 structures of semantic memory:
Feature Comparison Model: features of a concept are saved in your memory, this way you recognize the concept in question.
Prototype Approach: by comparing the object with prototype you find out what belongs to which category.
Exemplar Approach: examples that are stored in our memory is called exemplar, this appears when you have some examples that you identify to the subject in question.
Network Models: it’s a model that link many concepts to the main subject, for example the use of brainstorming method.
In second part it explains the schemas and scripts, which explains the selection, extension, abstraction, interference and integration.
2. This chapter relates with previous chapter, such as working memory, long term memory, where by knowledge from past( exciting) are being used to recognize objects.
3. I still have difficulty with schemas and inferences in memory. I am not clear on relating the explicit and implicit memory task to this concept.
4. This would apply to my work I think, if I learn something new at work, which is unfamiliar to me, I try to use my past knowledge to direct me in good way of learning the new system or method.
5. So far the author has been giving examples and research that are being true, since I try to do the example my self to see if it’s working, so yes I think the author is providing reasonable proof.
6. This method is important since you be using exciting knowledge to recognize and remember new objects, this way it makes it easy to you to understand what you are doing and learning.
7. Personally I would use it if I have to learn something new or I will go to places that are new to me. I try then to use exciting knowledge to judge thing. And also to direct people that are unfamiliar to this concept.
8. I think by learning a lot and trying to memorize it in long term you be able to use it for this method, which you be using past knowledge. For researchers it would be more efficient use their exciting knowledge to come up with better research on this matter.
Thursday, March 5, 2009
Wednesday, February 25, 2009
week 7
1. Chapter 7 discusses the anolog code and the propositional code and imagery interference, rotation, size, shape, etc, as the characteristics of mental images. Anolog code is when you save information of a mental image and propositional is when you use the language-like term. Also this chapter discusses the cognitive maps, which is more complex when you need to navigate to certain new places.
2. This chapter is related to chapter 4 which discuss the phonological loop and visuospatial sketchpad( sounds and visualization ), which we can relate it to the characteristics of mental images.
3. I am not clear on when do we actually using anolog or propositional code to store information? Is it depending of individuals who’s better in picturing things or using language-like method?
4. Since I am new in this country, I think I emphasis more on cognitive maps. I remember the introduction week, when we got a tour of siue campus, the lady was telling us were certain building were located and we were looking at the map of campus and try to visualize where which building was.
5. I am not sure about the proof the author provide, I try to put my self in those situations, but can not identify it, for example I have difficulty to use the propositional code.
6. I think knowing how it works is very important, as you can improve your skills by putting more attention on using the right code for the issue in question. You will be able to see differences on which method works better so you can apply it in practice.
7. I would use it with people, who have difficulty with imagery and interference; I think young students will have more problem with this issue, as they can not focus on visualizing one thing and at the same time for example reading a story.
8. I think a better way of using this is to practise more often, so people can get use to the concept, for young people could games be a good way of practicing.
2. This chapter is related to chapter 4 which discuss the phonological loop and visuospatial sketchpad( sounds and visualization ), which we can relate it to the characteristics of mental images.
3. I am not clear on when do we actually using anolog or propositional code to store information? Is it depending of individuals who’s better in picturing things or using language-like method?
4. Since I am new in this country, I think I emphasis more on cognitive maps. I remember the introduction week, when we got a tour of siue campus, the lady was telling us were certain building were located and we were looking at the map of campus and try to visualize where which building was.
5. I am not sure about the proof the author provide, I try to put my self in those situations, but can not identify it, for example I have difficulty to use the propositional code.
6. I think knowing how it works is very important, as you can improve your skills by putting more attention on using the right code for the issue in question. You will be able to see differences on which method works better so you can apply it in practice.
7. I would use it with people, who have difficulty with imagery and interference; I think young students will have more problem with this issue, as they can not focus on visualizing one thing and at the same time for example reading a story.
8. I think a better way of using this is to practise more often, so people can get use to the concept, for young people could games be a good way of practicing.
Thursday, February 19, 2009
week 6
1. Chapter 6 and 13 discuses several memory strategy and how people use their memory through out their life’s, from childhood until they become adult. Chapter 6 starts with explaining the mnemonics strategy by going deep into several methods such as keyword, loci method, chunking, Hierarchy and other methods. In second part the author discuses metacognation, in this part tip of the tongue phenomenon and metacomprehension are explained.
In chapter 13, the author explains the process of how a human is memorizing from the first month of birth till last days of life. In this chapter you will see much research that has been done to get knowledge of how human memorize things.
2. Those 2 chapters are discussing how we can improve our working and long term memory, which we discuss in previous chapter.
3. I am still not clear on method of loci, still don’t understand how it will help you memorize things better. By trying to relate the word with imagining an other object, I found it difficult as it takes more thinking in your brain.
4. I think if I want to teach student, I have to educate them, by giving them the right strategy I will be helping then to work efficient so they can learn things faster and better.
5. As I see many research has been done on those strategies, I think the information is accurate; however, every new research can give us more information of new proofs of how it actually is, so for now I think its valid information.
6. I think as a teacher you must know this information to be able to give your student efficient and accurate information, so they can build up knowledge and how to keep the knowledge.
7. I think you will need to use it in every class, however you could spend more on student that you think they need more help in order to learn it.
8. There are always better ways to accomplish things faster. It depend what kind of student you are dealing with. In general by doing more research and demonstration by your self will help you better to understand and to bring it over to your student.
In chapter 13, the author explains the process of how a human is memorizing from the first month of birth till last days of life. In this chapter you will see much research that has been done to get knowledge of how human memorize things.
2. Those 2 chapters are discussing how we can improve our working and long term memory, which we discuss in previous chapter.
3. I am still not clear on method of loci, still don’t understand how it will help you memorize things better. By trying to relate the word with imagining an other object, I found it difficult as it takes more thinking in your brain.
4. I think if I want to teach student, I have to educate them, by giving them the right strategy I will be helping then to work efficient so they can learn things faster and better.
5. As I see many research has been done on those strategies, I think the information is accurate; however, every new research can give us more information of new proofs of how it actually is, so for now I think its valid information.
6. I think as a teacher you must know this information to be able to give your student efficient and accurate information, so they can build up knowledge and how to keep the knowledge.
7. I think you will need to use it in every class, however you could spend more on student that you think they need more help in order to learn it.
8. There are always better ways to accomplish things faster. It depend what kind of student you are dealing with. In general by doing more research and demonstration by your self will help you better to understand and to bring it over to your student.
Wednesday, February 11, 2009
Chapter 5
This chapter explains the long term memory. First it explains the three kind of long term memory( episodic memory, semantic memory and procedural memory) and then it goes further to explain more in depth about the aspect of long term memory which are encoding: self-reference is one of the best way to remember more information since you experienced it your self, also emotion and mood can be effective in memorizing thing , retrieval: in this part the emphasis is on explicit and implicit memory, where as by explicit memory you can recall and recognize memory and with implicit memory you can't relate anything from previous memory, and autobiographical memory: such as Flashbulb memories which occurs when the message is surprising, emotional or important. Also this part explains schemas memory which occur every time when we tend to do similar things.
2. As we know by now we can divide our memory in working memory, which is actually short term memory and long term memory, in previous chapter the emphasis was on working memory and now we moved to long term memory. The positive about this is now you can make distinguish between short term and long term memory.
3. This chapter is actually very interesting to me and I am very clear on many theories that this chapter gives about long term memory, however I am not so clear about implicit memory, I still can not connect why someone who suffers from it, still can for example dial a number.
4. At work: I think you need to use your long term memory in order to do your job correctly. For example at meetings, you need to memorize what has been told, what went wrong and what you need to improve on. So by putting your self in those point you be remembering the important subjects of the meeting.
5. As the author comes with a lot of research that has been done and also by providing demonstration exercises that I can apply, I believe she is giving valid information.
6. It is important to be able to memorize information in our long term memory, so we can be able to use it to provide students, colleges and others with useful information.
7. you can train your students by giving demonstration examples of how they can improve the quality of memorizing for the long term. Make use of their preexisting memory to remember thing that happens to them long time ago.
8. To be able to do this even better we need to come up with more realistic happenings that the students can put them self in that situation( events that most probably happens to everyone).
2. As we know by now we can divide our memory in working memory, which is actually short term memory and long term memory, in previous chapter the emphasis was on working memory and now we moved to long term memory. The positive about this is now you can make distinguish between short term and long term memory.
3. This chapter is actually very interesting to me and I am very clear on many theories that this chapter gives about long term memory, however I am not so clear about implicit memory, I still can not connect why someone who suffers from it, still can for example dial a number.
4. At work: I think you need to use your long term memory in order to do your job correctly. For example at meetings, you need to memorize what has been told, what went wrong and what you need to improve on. So by putting your self in those point you be remembering the important subjects of the meeting.
5. As the author comes with a lot of research that has been done and also by providing demonstration exercises that I can apply, I believe she is giving valid information.
6. It is important to be able to memorize information in our long term memory, so we can be able to use it to provide students, colleges and others with useful information.
7. you can train your students by giving demonstration examples of how they can improve the quality of memorizing for the long term. Make use of their preexisting memory to remember thing that happens to them long time ago.
8. To be able to do this even better we need to come up with more realistic happenings that the students can put them self in that situation( events that most probably happens to everyone).
Monday, February 9, 2009
Chapter 2
1. Chapter 2 is about Visual and auditory recognition. This chapter emphasizes on theories like Gestalt, template matching, feature analysis and recognition by components to explain about how visualizing helps to recognize an object. And also goes in depth on Top-down and Bottom up processing, where by the importance's of object recognition and a persons concept, expectation and memory influences to recognize objects. Also, Face perception such as recognizing the face in question, and speech perception, such as listening to voices to recognize objects.
2. This chapter helps me to understand how the process is of people visually recognizing objectives, such as the theory explained in the chapter and processing taken to apply recognition.
3. I am still not clear on Top-down processing. I have hard time to make connection to past experience to identify the object in question.
4. I think these theories will help me to understand my job better and accurate. by applying these theory to recognizing object rapidly, it would make it easier to provide efficient outcomes, since we know what we see and hear.
5. The author tries to give more theory of each possible way in visual and auditory and also many examples as well. I also try to put my self in the situation each time I read an theory or an example, and sometimes I ask friends to see how they think about this subjects.
6. I think no matter how many examples are giving, but to really understand it, its important to imagine in your own case.
7. Since this chapter explain how you can visualize shapes and text, I think its important to train your self how to recognize objects, and if you are teaching, try to understand the students how to use these theory.
8. I think there are always other ways to do this faster, cheaper or better, it depends on who you want to teach. By showing more graphical design would help better and faster as the technology get more advanced.
2. This chapter helps me to understand how the process is of people visually recognizing objectives, such as the theory explained in the chapter and processing taken to apply recognition.
3. I am still not clear on Top-down processing. I have hard time to make connection to past experience to identify the object in question.
4. I think these theories will help me to understand my job better and accurate. by applying these theory to recognizing object rapidly, it would make it easier to provide efficient outcomes, since we know what we see and hear.
5. The author tries to give more theory of each possible way in visual and auditory and also many examples as well. I also try to put my self in the situation each time I read an theory or an example, and sometimes I ask friends to see how they think about this subjects.
6. I think no matter how many examples are giving, but to really understand it, its important to imagine in your own case.
7. Since this chapter explain how you can visualize shapes and text, I think its important to train your self how to recognize objects, and if you are teaching, try to understand the students how to use these theory.
8. I think there are always other ways to do this faster, cheaper or better, it depends on who you want to teach. By showing more graphical design would help better and faster as the technology get more advanced.
Wednesday, February 4, 2009
Chapter 4
1.Chapter 4 discuss several research on working memory done by George Miller about his research named Magical number seven whereby he believes that people can hold limited number of items in their short memory, in other research John Brown/ Lloyd Peterson and Margaret Peterson demonstrated that whatever you hold in memory can be forgotten less than a minute. Atkinson and Shiffrin’s model tells that short term memories can be hold not more than 30 second unless they are being repeated more often.
In the second part of the chapter the working memory approach has been explained by Alan Baddeley and Hitch explain four components for working memory, these four include: phonological loop, visuopatial sketchpad, central executive and episodic buffer.
2.In order to use cognitive tasks, working memory will help you to keep information active and accessible.
3.I find this chapter very interesting but at the same time also very difficult, especially Episodic buffer, I still cannot see the relation between phonological loop, the viuospatial sketchpad and the long term memory that influence your working memory.
4.I think this would apply to my work as I need to be able to store information about my job and information I receive from co workers in order to work accurate.
5.As the author shows several research that has been done by people in the field it seems that it is valid, however we need to pay more attention on what they research on, that’s why I try to see what kind of example and research they applied and will put myself in their examples to see if it’s also apply to me as well.
6.By knowing how working memory works, you would be able to memorize things better in order to keep it longer in your brain.
7.You can use this method for example in memorizing license plate or telephone numbers.
8.I think to improve your memory in order to save more info to your brain it’s better to practice every day to remember difficult words in order to train your brain. When you be able to train your brain to remember difficult word, you then will be able also to remember easy words as well.
In the second part of the chapter the working memory approach has been explained by Alan Baddeley and Hitch explain four components for working memory, these four include: phonological loop, visuopatial sketchpad, central executive and episodic buffer.
2.In order to use cognitive tasks, working memory will help you to keep information active and accessible.
3.I find this chapter very interesting but at the same time also very difficult, especially Episodic buffer, I still cannot see the relation between phonological loop, the viuospatial sketchpad and the long term memory that influence your working memory.
4.I think this would apply to my work as I need to be able to store information about my job and information I receive from co workers in order to work accurate.
5.As the author shows several research that has been done by people in the field it seems that it is valid, however we need to pay more attention on what they research on, that’s why I try to see what kind of example and research they applied and will put myself in their examples to see if it’s also apply to me as well.
6.By knowing how working memory works, you would be able to memorize things better in order to keep it longer in your brain.
7.You can use this method for example in memorizing license plate or telephone numbers.
8.I think to improve your memory in order to save more info to your brain it’s better to practice every day to remember difficult words in order to train your brain. When you be able to train your brain to remember difficult word, you then will be able also to remember easy words as well.
Thursday, January 29, 2009
Chapter 3
Chapter 3 is about attention and Consciousness. Attention can be divided into three kinds of attention processes, 1. Divided attention: where by clears that individuals get in problems when they need to focus on more than one object at the same time in question. 2. Selective attention which could be divided into 3 kinds: Dichotic listening where by individuals won't notice the background conversation but only focuses to the core conversation. The stroop effect, where by some people have difficulty to imitate recognizing ink color of the used color in printing ( so called Schizophrenia: psychological disorder characterized by severely disordered thoughts. quote by Grossberg,2000). Saccadic Eye Movements is the process of your brains letting your eyes moving as you read the text.
Consciousness: action that individuals take without thinking of what the cause will be.
I think this course is about learning individuals behaviour, and this chapter is explaining how individuals reaction towards attention is.
I am still not clear on the stroop effect. I tried the demonstration on second page of the book, and I also had difficulty to read part A, I needed time to see the color and what it was typed on the color, does that make me thinking disorderedly?
The proofs that the author gives for her explanation of attention and Consciousness definition seems to be trustable by so many research that has been done. I must say that I believe it as I questioned her explanation by doing the demonstration by my self and recognizing it while I am doing it.
It makes it important to me as it make me more aware of how actually people react in paying attention.
If I ever gone be teaching student, this will help me to get to know the level of attention of some student, which will help me to find a way to better teach those who need more attention.
Consciousness: action that individuals take without thinking of what the cause will be.
I think this course is about learning individuals behaviour, and this chapter is explaining how individuals reaction towards attention is.
I am still not clear on the stroop effect. I tried the demonstration on second page of the book, and I also had difficulty to read part A, I needed time to see the color and what it was typed on the color, does that make me thinking disorderedly?
The proofs that the author gives for her explanation of attention and Consciousness definition seems to be trustable by so many research that has been done. I must say that I believe it as I questioned her explanation by doing the demonstration by my self and recognizing it while I am doing it.
It makes it important to me as it make me more aware of how actually people react in paying attention.
If I ever gone be teaching student, this will help me to get to know the level of attention of some student, which will help me to find a way to better teach those who need more attention.
Subscribe to:
Comments (Atom)
